PESD Technology - Awakening the Sleeping Giant

Awakening the Sleeping Giant

by Marilyn Katzenmeyer and Gayle Moller

Chapter 1

the principal cannot be the only leader in the school; teachers must assume leadership roles
many factors discourage teachers from becoming leaders
irony of teachers become leaders by leaving the classroom and becoming administrators
teacher leadership is using your influence to improve others' educational practices
teacher leadership roles
- leadership of students or other teachers
- operational tasks (serving on committees, action research)
- decision making or partnerships (school improvement team, work with parents and community)
how to start down the leadership path
- start small
- help principal see value of teacher leadership
- look for leadership roles available in your school
- provide colleages with recognition for their leadership

Thoughts on Ch. 1

Emphasis on standardized tests reduced teachers opportunities to lead
Too many mandates; teachers aren't allowed to think for themselves
Pay scales don't attract people with leadership potential

Chapter 4 - Honoring the Uniqueness of Teacher Leaders

Not everyone is ready, willing and able to be a teacher leader
Teachers who want to be leaders need to know themselves and the skills needed to lead
Teachers will want to follow teachers who are successful in their own classrooms
- Enthusiastic, willing, and honest
- Excellent instructional strategies
Sometimes what goes on at the school doesn't reflect a teacher's educational philosophy
Teachers come to the profession at various times and stages of their lives
- Fresh out of school
- Second careers
- After raising families
Teacher leaders need to know what stage their colleagues are in and their personal views
- Does this teacher consider it a job or a mission?
- Does this teacher prefer working alone?
- Does this teacher prefer the status quo or embrace change?
- Does this teacher look to the past or the future?
- Does this teacher have multiple outside concerns?
  - Family
  - Personal health
  - No family support for leadership
  - Cultural or religious bias against leadership

Value Diversity
Share
Seek to understand and include others

Various Stages

Exploration: new teachers with interest should be encouraged for retention
Establishment: seasoned teachers may want to begin to step out of the classroom into leadership
Maintenence: older teachers learning new approaches to revitalize their career
Disengagement: previously active leaders train others to fill their shoes
Withdrawal: recruiting from this group may help them from withdrawing further

Actions for teacher leader preparation

Keep a journal of skills, knowledge, and experiences
Analyze a reluctant teacher
Chart the stages of a faculty

Reflection
Two quotes come to mind while reflecting on this chapter:
"To thine own self be true," which correlates with self-awareness of teacher leaders and "To every thing there is a season," which correlates with the idea that the timing for teacher leaders may not be right, but it is still valid. (posted by Noreen)

Ch. 5: Building a Culture that Supports Teacher Leadership

Camelot School

Characteristics
- Moveable partitions
- Parents, business leaders welcomed
- Individual student focus
- Data analysis
- Blocks of time for professional development'
- Teacher teams encourage active, in-depth learning
- Work with univ. professors and grad students

Context of school is central to success of teacher leadership
Positive culture=teacher leadership=positive student outcomes

Characteristics of school culture based on teacher leadership

development focus
recognition
autonomy
collegiality
participation
open communication
positive environment

Relationships

Potential for conflict between principals and would-be teacher leaders
Shared leadership produces improved teaching and learning
Hard to teachers to lead other teachers
"Reculturing" the school: create a more collaborative work culture

Organizational Structures

"Houses" within the school
- groups of students work with cohort of teachers
Collaborative faculty meetings
Explicit systems for recogition, communication, participation
Principsl must give up power

Actions of the Principal

Movement toward shared leadership since 1990s
Schools as professional learning communities
Training of principals has not caught up
Standards 1 and 2, p.84
Principals as buffer between teachers and outside forces

Conclusion:

Principals who give teachers power increase their own power
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Ch. 8: Anticipating the Future of Teacher Leadership

Critical factors
- Committment from administrators
- Restructuring the promote teacher leadership
- Recognize importance of developing teacher leaders.
What has to change?
- teachers need more self-confidence in their leadership skills
- Long-term pd opportunities
- Address teachers' fears of criticism from peers
- allow teachers to teach and lead
- principals need correct mindset
- More flexible contracts and policies
- Change antiquated schedules and calendars
- More money for teachers
Examples of Promising Teacher Leadership Efforts
- East Jessamine High School, Kentucky
  - 3-dimensional power structure: administrators, teachers, and students
- University of LaVerne, California
  - allow teachers to acquire leadership skills
  - Summer Institute
- Austin, TX Independent School District
  - teachers engage in personal assessment
  - plan and carry out a project every year
- STEP Program, University of South Florida
  - Prepare leaders for school reform
  - Take classes with cohort
  - Research project for each teacher
Teacher Leadership in the Future
- Students no longer passive
- University professors spend most of their time in the classroom
- Distance learning through technology
- Certification based on district, state and national standards
- Teacher leaders serve as models for students